Effective Performance Management Driving College Improvement Performance... · Effective Performance…

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  • Effective Performance Management Driving College Improvement

    Guidance for Colleges: May 2014

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    Contents 1. Introduction ............................................................................................ 3

    2. Ofsted Common Inspection Framework ................................................. 5

    2.1 Ofsted annual report 2012/13 .................................................................... 6

    2.2 Demonstrating the rigour of performance management by Ofsted .................... 6

    2.3 What does outstanding leadership and management look like to Ofsted? ........ 7

    3. Sharing college practice from Ofsted inspections Emerging themes ... 9

    4. Key features of effective performance management processes ........... 12

    4.1 Performance driven culture ......................................................................... 12

    4.2 Performance Improvement ......................................................................... 13

    4.3 Continuing Professional Development (CPD) ................................................. 14

    4.4 Managing Behaviour ................................................................................... 15

    5. Further information .............................................................................. 16

    AoC Employment Helpline ................................................................................ 16

    AoC Create Training and Consultancy Services ................................................... 16

    Appendix 1 - Ofsted inspection reports from outstanding colleges -

    Feedback on performance management ..................................................... 17

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    1. Introduction

    Performance management is critical to delivering and improving organisational

    performance and ensuring that staff are enabled to perform to the best of their

    abilities in order to succeed personally and professionally, which in turn allows colleges

    to succeed. The focus should be on creating a culture that encourages continuous

    improvement and the pursuit of excellence, rather than being solely about managing

    underperformance.

    Performance management processes should reflect the context and nature of

    individual colleges and have a clear link to business objectives, policies should also

    ensure that everyone working within the college, including governors understand the

    impact of their contribution to the organisation. The role of leaders and managers in

    the practice and delivery of the process is paramount, as is the need to evaluate and

    continuously develop performance management strategies to reflect the changing

    environment in which colleges operate.

    Overall College performance is the responsibility of individual College management

    teams. Colleges are, first and foremost, providers of education and training, the

    quality of which is measured and graded by Ofsted. Colleges have high expectations

    for what students can achieve and attain, not only through high standards of quality

    and performance, but also through continuous improvement. Poor standards of

    teaching are detrimental to students, damaging to the reputation of the College, and

    reflect badly on the sector as a whole.

    Continuous improvement of teaching, learning and assessment is achieved through

    structured performance management and appropriate professional development.

    Therefore assuring high quality teaching, learning and assessment for students is

    fundamental through rigorous performance management systems. Staff play a key

    role in driving up standards of quality for students and the continuous professional

    development of staff is key to improving the student experience. Performance

    management systems should provide a structure for the development of staff to

    enable them to fulfil their potential and maximise the quality of the learning

    experience for students.

    This document intends to support colleges to locally determine what key elements

    should be contained in an effective performance management system to drive college

    improvement, share practice drawing upon some existing practice used within the

    sector, and support colleges in their preparation for Ofsted inspections.

    It also provides clarity from the inspectorate - Ofsted that inspect and regulate

    services that provide education and skills for students of all ages. Guidance on what

    Ofsted look for when inspecting leadership and management, specifically performance

    management within colleges in relation to the Common Inspection Framework 2012 is

    also provided.

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    In its role in providing employment support services to colleges, the AoC Employment

    Team as part of the drafting of this document, spoke to some colleges between

    February and March 2014 that have been inspected in 2013/14, and reviewed a

    number of Ofsted inspection reports for Outstanding colleges appendix 1. Emerging

    themes and key features in relation to managing performance and demonstrating

    rigour have been identified and are explored further in this document.

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    2. Ofsted Common Inspection Framework As part of the 2012 Ofsted Common Inspection Framework (CIF), Ofsted inspectors

    make judgements on the effectiveness of leadership and management by evaluating

    the extent to which leaders, managers and, where applicable, governors:

    Demonstrate an ambitious vision, have high expectations for what all learners

    can achieve, and attain high standards of quality and performance.

    Improve teaching and learning through rigorous performance management

    and appropriate professional development.

    For a college to receive outstanding in this area, they need to demonstrate that

    overall, quality and performance have improved exceptionally, or previously

    outstanding standards have been securely maintained.

    The Ofsted handbook for the inspection of further education and skills from

    September 2012 was updated in January 2014 and provides further clarity to colleges

    on how inspectors will evaluate the extent to which:

    strategies are effective in improving the standard of teaching, learning and

    assessment;

    leaders and managers review and develop constantly the performance of

    teachers and trainers through dialogue, coaching, mentoring and support and

    training;

    systematic and rigorous performance management is effective, including using

    appropriate procedures for tackling underperformance;

    leaders, governors and supervisory bodies (where appropriate) monitor the

    quality of the experience provided for learners and their outcomes;

    leaders seek out and share best practice, contributing to a coherent

    programme of professional development;

    resources, including staff, accommodation, facilities and technologies, are

    developed and used to support learning; and

    managers ensure that staff have the experience and skills needed to carry out

    their roles.

    Where there is a governing or supervisory body, inspectors consider their

    effectiveness including how well they:

    provide challenge and hold the senior leader and other senior managers to

    account for improving the quality of teaching, learning and assessment and the

    effectiveness of performance management systems.

    http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-education-and-skills-september-2012http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-education-and-skills-september-2012

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    Inspectors also take into account, where relevant:

    the use of comprehensive arrangements to monitor and evaluate the quality of

    all aspects of the planning and implementation of learning activities;

    how well leaders, managers and teachers analyse and evaluate the impact of

    teaching, learning and assessment on learners outcomes; and

    the effectiveness of strategies to engage with parents and carers, local schools

    and external agencies to ease transition to the provider, particularly for

    learners with significant barriers to learning.

    2.1 Ofsted annual report 2012/13 The 2013 Ofsted annual report for further education and skills provides some generic

    comments on performance management. Getting quality assurance and performance

    management right are core to improving the quality of teaching and learning. Where

    procedures were ineffective at improving teaching, the systems for monitoring the

    quality of teaching frequently failed to identify where and why teaching was not

    effectively supporting all the learners. Similarly, managers typically failed to use data

    on learners performance to identify areas of provision with weaker teaching. All too

    often, these weaker providers either failed to listen to their learners or took too much

    notice of positive satisfaction learner surveys without checking whether the questions

    were analytical enough.

    As shown in this report, there is an area for improvement for colleges in effectively

    managing underperforming staff to ensure that quality of students learning

    experiences are not adversely affected.

    2.2 Demonstrating the rigour of performance management by Ofsted

    During 2013/14, some colleges raised their concerns to AoC about the approach

    Ofsted took when reviewing the rigour of performance management in colleges.

    Feedback from colleges initially indicated that the approach taken by inspectors when

    evaluating the robustness of colleges approaches to performance management was

    stringent. Some reported that inspectors focussed more on seeing evidence of formal

    action and dismissal rather than the organisational approach on the more positive

    aspects of managing performance.

    In March 2014, Ofsted advised AoC and the National HR Network that the beliefs in

    the sector, that Ofsted focus heavily on whom a college dismisses and the reasons for

    the dismissal, to be false. Ofsteds focus is seeing evidence of what performance

    management and professional development has been carried out before a dismissal

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    takes place, focusing on the impact on students, rather than knowing how many

    people have been dismissed due to under or poor performance.

    Ofsted advised that it is reasonable for colleges to dismiss an individual who is not

    performing well in their role, however colleges need to be able to demonstrate how

    poor performance is managed and that all avenues have been exhausted, including

    providing support and professional development, before a dismissal decision is made.

    By lunchtime on the first day of inspection, the inspector should be given details of

    findings and the use made of performance management processes, in addition to the

    evidence of the work of governors and their impact, where applicable. The information

    given to the inspector must demonstrate how the human resources department

    manages poor performance, how they have up-skilled their low performing staff and

    whether managers have the necessary skills to carry out their roles effectively.

    If there is a governing body in the college, inspectors will also consider how effective

    they are, including if the governing body challenges and holds senior management or

    senior leaders accountable. Inspectors also want to see that governors have a diverse

    set of skills and experiences.

    The inspection reports following the inspection itself will review how high performance

    is rewarded and the way poor performance and long term absences are managed

    through the implementation of policies and procedures at the college.

    During the inspection there is a focus on how the performance of staff is monitored

    through their appraisals, as well as the outcomes of lesson observations. Ofsted

    advise that these should be linked to annual reviews on staff performance. Individual

    performance targets need to be linked to the colleges strategic objectives and Ofsted

    will examine how staff are motivated to achieve them. In addition, Ofsted want

    colleges to demonstrate how poor performing staff are receiving the help and support

    to develop themselves and how supportive the colleges performance management

    policy is. The quality of the experience provided to learners and the impact of this

    should also be monitored by leaders and governors.

    2.3 What does outstanding leadership and management look like to Ofsted? Ofsteds grade characteristics of for outstanding Effectiveness of leadership and

    management comprises of the following:

    All of the providers activities demonstrate the pursuit of excellence through innovative

    responses to local and national need, and, over a sustained period of time, an

    uncompromising ambition to improve performance constantly, or maintain the highest

    levels of performance, for all learners, including those in subcontracted provision.

    All leaders and managers, including the governing body or supervisory body (where

    appropriate), have high expectations of learners and the organisation as a whole; they

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    lead by example. Governors hold leaders and managers to account effectively for all

    aspects of the providers performance. Actions are based on the providers self-

    assessment processes that provide a deep and accurate understanding of data and

    performance, and of staff and learners skills and attributes.

    Leaders and managers take actions that focus relentlessly on improving teaching,

    learning and assessment, which are likely to be outstanding and at least consistently

    good. Professional development is underpinned by highly rigorous performance

    management that encourages, challenges and supports staff to improve.

    Appendix 1 provides extracts taken from Ofsted inspection reports from outstanding

    colleges since the introduction of the 2012 Ofsted CIF. The extracts focus on

    leadership and management, specifically performance management.

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    3. Sharing college practice from Ofsted inspections Emerging themes

    Some colleges that have been through inspections in 2013/14 volunteered to share

    their Ofsted inspection experience with the AoC Employment Team in February and

    March 2014 to share with other colleges. This section provides the key emerging

    themes on managing performance arising out of the discussions to allow practice to

    be shared with the sector.

    Focus on the learner experience

    Colleges should be able to evidence that poor performance does not have an

    adverse impact on the students experience.

    Effective, transparent and robust performance management procedures

    Ensure a clear policy and procedure is in place.

    Robust strategies are in place for quality assurance and performance

    management that raise standards, encourage, challenge and support

    employees to continuously improve.

    The procedure should be transparent and all staff should fully understand the

    performance management procedure, its purpose and all the different stages

    within it.

    Provide evidence to inspectors in order for them to see how underperformance

    is proactively managed and what management action has been taken. Provide

    a range of case studies that reflect different stages of the colleges

    performance managemen...

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